Document Type



Doctor of Philosophy (PhD)



First Advisor's Name

Stacy Frazier

First Advisor's Committee Title

Committee chair

Second Advisor's Name

Miguel Villodas

Second Advisor's Committee Title

Committee member

Third Advisor's Name

Dionne Stephens

Third Advisor's Committee Title

Committee member

Fourth Advisor's Name

Gladys Ibañez

Fourth Advisor's Committee Title

Committee member

Fifth Advisor's Name

Joseph Raiker

Fifth Advisor's Committee Title

Committee member


ADHD; qualitative research; daily behavioral report card; Latinx; teachers

Date of Defense



Daily behavioral report cards are an efficacious intervention for children with ADHD, yet there is little information on Latinx teachers’ perceptions about ADHD and preferences related to behavioral treatment, including the Daily Report Card (DRC). The purpose of our convergent, mixed-method study was to examine the feasibility and acceptability of behavioral consultation with Latinx teachers and students, as well as potentially associated factors. Teachers completed DRCs which included a chart with individualized, operationalized target behaviors, such as remaining in seat/area. Their students’ behavioral targets were titrated via a changing criterion design, and students’ daily performance was rewarded via a menu of reinforcers (e.g., screen time) if approximately 80% or more of a student’s daily behavioral goals were successfully completed. We found that Latinx teachers’ (n= 23) DRC completion rates (80%) were comparable to previous studies with predominantly non-Latinx white teachers and students (Fabiano et al., 2010; Owens, Murphy, Richerson, Girio, & Himawan, 2008). Quantitative indicators of acceptability were also similar to previous research conducted (Chafouleas et al., 2006), with teachers in our study reporting that the DRC was somewhat beneficial to students. Notably, meetings attended were brief, and teachers completed DRCs for more than two students in their class on average. Qualitative findings expanded upon these trends; thematic analyses revealed two overarching themes, that (1) teachers’ attitudes toward behavioral interventions matter a great deal, and that (2) teachers’ perceived behavioral control over DRC implementation depends a lot on the environment. Findings highlight the importance of stakeholders’ perspectives in translating research to routine practice.





Previously Published In

Morrow, A.S., Villodas, M.T. & Cunius, K. (in press). Identifying Prospective Risk Factors for Juvenile Justice Involvement in a Sample of Youth At-Risk for Maltreatment: An Actuarial Approach. Child Maltreatment.

Morrow, A. S., & Villodas, M.T. (2017). Direct and Indirect Pathways from Adverse Childhood Experiences to High School Dropout Among High-Risk Adolescents. Journal of Research on Adolescence. doi: 10.1111/jora.12332



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